Ui3 15 2.5 




SUPPLEMENT AR Y ANNO UNCEMENTS. xxi 



Supplementary Announcement. 



MARCH'S A-B-C BOOK. 

By F. A. March, LL.D., Professor of the English Language and 
Comparative Philology, Lafayette College, Pa. 

It is well known to our best teachers that half the time spent in 
our schools in teaching the beginnings of reading and spelling may 
be saved. Teachers who understand the phonic method and the 
word method, and Dr. Leigh's, pronouncing orthography, can teach 
beginners almost as rapidly and pleasantly as though our spelling 
were regular. 

But the use of these methods calls for a good deal of knowledge 
of phonetics and much skill in preparing suitable lessons, and it is 
not making as rapid progress as its importance demands, outside our 
larger and most progressive towns and cities. 

Professor March has made an A-B-C book as elementary as pos- 
sible. He begins with the easiest letters, and goes on in a progressive 
method, explaining, in extended directions to teachers, exactly how to 
apply the best methods of teaching, and the best apparatus, to the 
sounds and words of each lesson. No words are introduced in the book, 
except such as are spelt in the same general way in common and 
phonetic spelling. So that, so far as the reading and spelling in this 
book is concerned, children will be able to read and spell right off, as 
soon as they learn their letters. It is hoped that this book will enable 
any teacher easily to learn the use of the improved methods, and will 
lighten the labors of those who already use them. \_Ready 



GIOT & HEATH, Publishers, Boston, New York, and Chicago. 






Copyright, 1881, hy F. A. Maech. 

J. S. CUSHING, PEINTEB, BOSTON. 



TO TEACHERS. 



Keep the scholars doing something with their hands and voices. 
Have them sound the letters ; pick them out in the book or on the 
blocks, or cards, or charts; arrange them into words; write and print 
them. Letters printed and sounded are the real objects for eye and ear 
in learning to read. Pictures of other objects help easy guessing rather 
than easy reading. 

APPARATUS. 

1. Writing materials. For the teacher, — a blackboard or large 
slate. For pupils, — slate, paper, or clean sand spread over a table. 

2. Charts^ blocks, cards^ with large letters. If not to be bought, let 
the teacher make them with the help of pupils. Make a chart on the 
blackboard, or a roll of paper ; or use a page of the book. Draw the 
letters on slips of pasteboard, or paper. Paste them on blocks. 

Teachers who have learned the phonic method, or spelling by 
sounds, will find this book specially prepared for them. They will see, 
however, that the consonants &, c, d, etc., are here uttered with a slight 
vowel sound, instead of a whisper, or murmur. This is not essential. 
Use the whisper, if you prefer it. Each type has the same sound every- 
where ; so that its sound in any word is its name. 

Teachers who have not learned the phonic method have only to call 
the letters by the names given them in the alphabet at the end of the 
book, and all will come easy. 

Teachers who prefer the word method without writing can begin 
with Lesson X. 

Dr. Edwin Leigh has helped make this book, kindly lending his 
types and his advice. It is hoped that it may lead many teachers to 
the use of the more advanced Readers of Dr. Leigh and Mr. Vickroy, 
in which similar types are used. 



MARCH'S A-B-C BOOK. 



LESSON I 





o 






o 



To Teachers. — Scholars may read the O's in the picture, but it 
is better to begin this lesson without the book. 

1. The Blackboard. — Write O on the blackboard, and say, " This 
is 0, round O." Write another O, and ask, "What is this ?" Make 
the scholars all answer, " O," " O." Write another O, and ask, 
" What is this ? " Have it sounded loud, long, and often. 

2. The Chart. — Let each find O's on the chart, or on this page. 

3. The Blocks. — Let each pick out the O's from the blocks or cards. 

4. The Slate. — Let each write O's on the slate. 

Working Lesson. — Let each make cards and write on them, or 
write five O's on the slate, to hand in at the next Lesson. 



March's A-B-C Book, 



LESSON 11. 



o 
o 
o 




To Teachers, — Let the scholars hand in their cards or their slates 
with O's written on them for the Working Lesson. Let them look at 
each other's work, and correct it. 

Repeat Lesson I. Then teach S without book. In writing S, make 
it like printed S at first. 

1. TJie Blackboard. — Write S on the blackboard, and say, " This 
is S, crooked S." Write another S, and ask, '' What is this?" Make 
the scholars all answer, " es," "es." Write another S, and ask again, 
"What is this?" Let the hissing sound be prolonged, "e-s-s-s-s." 
Have it sounded long, loud, and often. Teachers who are used to the 
phonic method, or spelling by sounds, may make the hissing part of 
" es-s-s " alone, if they prefer. But it is better to sound the '•' e " of 
'^ es-s-s " lightly, and prolong the '' s-s-s." 

2. The Chart. — Let each scholar find S's on the chart. See who 
can find most. Or find them on this page. 

3. The Blocks. — Let each scholar pick out the blocks or cards with 
S on them. 

4. The Slate. — Let each write S on the slate or blackboard. 

Working Lesson. — Let each, before the next Lesson, write ten S's 
and ten O's on the slate ; or make cards with S's and O's on them. 



March's A-B-C Booh. 



LESSON III. 



8 O 
8 8 
8 O 




8 O 
O 
8 



To Teachers. — This Lesson is to make the scholars see and hear 
that the sound of s followed by the sound of o makes the word 
"so." 

1. The Blackboard. — Write S, and ask, *' What is this? " Write O 
some inches to the right of S, and ask, " What is this? " Write another 
S and O below the first and nearer each other, as in the picture. Write 
SO together, as in the picture. Take a pointer and say, " When I 
point to a letter, make the sound for it." Point to the upper S. All 
say *' es-s-s." Have the hissing sound prolonged. Then point to the 
upper O. All say, '"• O-o-o." Point to the middle S and more 
quickly. Point to the lowest S and so quickly as to make the 
sounds run together. Repeat often, until all see that the " es-s " and 
" o" make "so." 

2. The Chart. — Find the word SO on the chart; or, if you have no 
charts, hunt out the SO's on this page. 

3. The Blocks. — Put blocks or cards together to make SO. 

4. The Slate. — ^xitQ SO on the slate. 

Spelling. — Say, " Spell SO." Have the scholars say, " es o, so.'' 

Working Lesson. —The scholars print cards with SO ; or write SO 
on the slate, to hand in at the nej:t Lesson. 



March's A-B-C Booh 



LESSON IV. 



n 
o 

no 




n 

o 

no 



To Teachers. — 1. Blackboard. — Wv'itQ n on the board, and say, 
" This is n." Write another n, and ask, '' What is this?" Have the 
scholars all answer, "en," "en." Notice that n is made through the 
nose, and can be prolonged, " en-n-n-n." Have it sounded long, loud, 
and often. 

2. Chart. Let the scholars And n's on the chart, or open page. 

3. Blocks. — Let the scholars pick out n's from the blocks or cards. 

4. Slates. — Let all write n's on their slates, or the blackboard. 

Repeat Lesson III. Then teach that the sounds of n and o make the 
word no, just as you did that s and o make so. 

1. Write on the blackboard, as in the picture, and sound the 
letters n o, till the scholars see that they make no. 

2. Find no on the chart, or on this page. 

3. Make no by putting blocks or cards together. 

4. Write no on the slate. 

Spelling. — Say, " Spell NO." Have the scholars say, " en o, no." 
" Spell SO." Answer, — " es o, so." 

Working Lesson. — The scholars print cards with no, or hand 
up slates with no written ten times. 



March's A-B-C Book 



LESSON V. 



m m 

80 




m in 
no 



This Lesson is to teach the letters m and p, and 



To Teachers. 

the word mfe. 

First, ra. — 1. Blackboard. —Write m, and say, " This is m." Write 
another m, and ask, "Wliat is tliis?" The scholars answer, "em." 
Notice that m is made through the nose, and can be prolonged, " em- 
m-m." Have it sounded long, loud, and often. 

2. Chart. — The scholars find m's on the chart, or this page. 

3. Blocks. — The scholars pick out m's from the blocks or cards. 

4. Slates. — All write m's on their slates. 

Second, b. — 1. Write fe on the board. Notice that it is dotted. 
Dotted B is a different letter from e without a dot ; b has the name 
which used to be given to e, i.e., the vowel sound in me, he, she, we. 
Say, " This is fe." Write another fe below, as in the picture, and ask, 
" What is this? " They answer, " fe." Write '' me " below, as in the 
picture. Take a pointer and teach that the sounds of m and r make 
the word '* mfe," just as you taught so and 7io in Lessons III., IV. 
2. Chart; 3. Blocks; 4. Slates. Find and write e and mv. 

Spelling. — Say, "spell mi?." They answer, "em e, mfe." Spell 

80 no 

Working Lesson. — Print cards with m,v, and mfe. Hand in on 
the slates, written five times, 

mfe no 80 



March's A-B-0 Booh, 



LESSON VI. 



i9 ^ 




no 



To Teachers. — ^h is called one letter. Its name is *' ish." Be 
careful never to call it es aitch. 

1. Blackboard. — Write ^ on the board, and say, "This is ish." 
Write another ^i, and ask, "What is this?" Teach the scholars to 
answer, " ish," " ish." Notice that ish is a hissing sound, and can be 
prolonged, " ish-sh-sh." It is often used to tell children to hush. 
Have it sounded long, loud, and often, just as you have been sounding 
es-s-s. 

2. Chart. — Let the scholars find ^I's (ish's) on the chart, or on this 
page. 

3. Blocks. — Let them pick out blocks with ^i (ish) on them. 

4. Slates. — Let them write ^. Take the pointer and teach that 
"• ish fe" spells " ^ife," just as you taught that " em b" spells " mfe " in 
Lesson V. 

Spelling. — Say, "Spell ^hfe." Scholars say, "ish fe, "^fe." Spell 

no 80 mfe ^fe 

Working Lesson. — Print cards with €h. and ^b ; or hand in. on the 
slates, written five times, 



^fe 



no 



so 



March's A-B-0 Book. 



LESSON VII 



1 W 

lo 
mfe 




w 1 
wo 
wfe 



To Teachers. — l. Blackboard. — Write 1, and say, "This is el." 
Write another 1, and ask, "What is this?" Scholars answer, "el." 
Notice that the murmur of 1 over the tongue can be prolonged, " e-l-l-1-1." 
Have it sounded long, loud, and often. Write 1 o, as in the picture, 
and vs^ith a pointer teach that the letters make the vrord lo, as you 
did with s o, so, in Lesson III. 

2. Chart. Find 1 and " lo " on the chart, or on this page. 

3. Blocks. — Put blocks together to make '• lo." 

4. Slate. — Scholars write 1 and '' lo." 

W. — The name of w is changed. It is not double yu. It is wu 
(woo). Write w on the board, and say, " This is wu." Write another 
w, and ask, "What is this?" Scholars answer, " Wu." Notice that 
the first part of the name maybe prolonged, "oo-oo-u." Point out 
that wu o spells " wo," and wu h spells " wfe." Use chart, blocks, and 
slate upon w and " wo." 

Spelling. — Spell 

no mfe lo ^fe 80 wo wfe 

Working Lesson. — Print cards with 

1 w wo wfe 

or write five of each on the slates. 



10 



Marches A-B-C Book. 



LESSON VIII 



t t 

a a 
mat 




at at 

8 t m 

sat 



To Teachers. — l. Blackboard. — V^Yite t, and say, "This is tfe." 
Write another t, and ask, " What is this? " Scholars answer, " tfe." 

2. Chart. — Find t's on the chart, or on this page. 

3. Blocks. — Find blocks with t on them. 

4. Slates. — All write t's. 

A. — The name of ^ a " is changed. It is called by the sound it has 
in "at," "an," "ax." Write "a" on the board; make it like the 
printed "a," as it is in the picture. Say, "This is 'a.'" Have it 
sounded over and over. Say, " Spell ' at.' " The answer (" a tfe, at ") 
should sound nearly like " atty, at." 

Chart. — Find " a " and " at " on the chart, or on this page. 

Blocks. — Make " at" with blocks. 

Mat. — Write " m at" on the board, as it it is in the picture, and 
show that " em a tfe" (atty) spells " mat." Have it repeated over and 
over. Then teach " sat" in the same way. 

Spelling. — Spell 

80 mfe no mat 8at lo wo wfe at 

Working Lesson. — Print cards with 



t 



a 



at mat 



sat 



or print five of each on the slate. 



March's A-B-C Book. 



11 



LESSON IX, 



iJio 
iiiat 




n 
iiiat 



To Teachers. — til is oue letter. Its name is " tiii?." Notice care- 
fully how it is written on the blackboard above, as well as how it 
looks in print. Never call it " tfe aitch." 

Blackboard. — Write tii, and say, " This is thfe." Write another th, 
and ask, "What is this?" Scholars should answer, " tht." Write 
"tiiat" on the board, and point out that " tiife a tfe " spells "that." 
Sound it over and over. 

Chart. — Find tii on the chart, or on this page. 

Blocks. —'P'm\i out blocks to spell "that." Do not let it be done 
with separate blocks for t and h. 

e. — Blackboard. —Write e, and say, "This is e." Its name is the 
sound it has in '' en," " ex." Have the scholars make the sound often. 
Spell ^' en." Answer, — " e en, en." 

Chart. —'Find e on the chart, or on this page. 

Blocks. —Tick out blocks for ''en." 

Spelling. — Spell 

no 80 on at mfe mat sat lo 
wo wfe ihat ^fe tiife 



Working Lesson. — Print cards with 



^ 



9 



or write them on the slates. 



tiiat 



on 



12 



March's A-B-C Book, 



LESSON X. 



c p C 

cat 

pep 




pec 

cap 
cat 



To Teachers. — The name of c is ki? (key). The name of p is pp. 
Teach the letters c, p, and the words cat, cap, with blackboard, chart, 
and blocks, as the former Lessons have been taught. Then let the 
scholars open their books and read from this page. 

Spell the words at the bottom of the page. Give out a working 
lesson in writing on cards or the slates, as at former Lessons. 



cat 




'S 



cap 





tiife cat. 


III 


tiife cap. 






that cat. 




that cap. 




no 


mfe 


at 


on 


cap 


so 


wfe 


that 


wo 


cat 


lo 


^fe 


sat 


^fe 


ma.t 



March's A-B-C Book. 



13 



LESSON XI, 



h88 

]ia8 




11 h Sli 
IIa8 Til 



To Teachers. — The uame of li is he. The name of a is ez. Notice 
a (ez) euds in wedges where s (es) ends in balls. Teach these two 
letters with blackboard, chart, and blocks, as in former Lessons. Teach 
the capitals H (hfe), Sh (i^^i), and Th (tiiB). Then open the book and 
read. Si^ell the list of words below. Give out a working lesson in writing. 



cat 
Tiife cat 
Tiiat cat ^ 




cap 
tiife cap 
tiiat cap 



Tiife cat lia8 iiife cap on. 
Hag that cat liiat cap on? 
Shfe hag iiiat cap on. 



So 


lo 


wo 


mfe 


wfe 


a8 


no 


at 


cat 


^fe 


mat 


hag 


^fe 


sat 


cap 


on 


that 


lap 



14 



March's A-B-C Booh. 



LESSON XII. 



Gg 
go 




D d 



Dog 



To Teachers. — The name of g is not jb, as it used to be called; but 
it is gfe, as it sounds in get, go, get. The name of D d is dp. Teach the 
letters with blackboard, charts, blocks, and slates, as in former Lessons. 
Bead from the book below. Spell the words below. Give out a work- 
ing lesson in writing. 



Hat 





Dog 



TiiB hat 


Tiii3 dog 




Tiiat hat 


Tiiat dog 




0, hat. 


Go, dog. 




Hat cat mat 


sat tiiat 


as 


Go wo no 


mfe the 


lo 


80 WB on 


cap dog 


haa 



March's A-B-C Booh. 



15 



LESSON XIII. 



i i I 

It sit 




It i8 

this i8 



To Teachers. — The name of I i is not sounded like eye. It is the 
first sound in it, in, ill. Teach it with blackboard, chart, and blocks. 
Spell. Give out a working lesson, as on former days. 



Dog 
Tiife dog 
This dog 




Hat 

Tiife hat 
That hat 



Thfe dog hag dife hat on. 

Is this thfe dog? 
This is ihfe dog. Hfe has liife hat on, 

l8 that iiife hat? It i8 thfe hat. 



It 

Sit 



no 

go 



on 
dog 



a8 
has 



cat 
hat 



16 



March's A-B-C Booh. 



LESSON XIV. 



u put 
Cat 




C N 

Not 



To Teachers. — The name of u is Dot yu^ but u without y, or oo, as 
heard in good, hood, or long in ooze. Give an exercise with hlackhoard, 
chart, block, and slates. Bead, spell, and give out a working lesson. 



Hat 

Cap 
This hat 
That cap 



Thfe dog hag put his hat on. 
Thfe cat ha8 not put ihfe hat on. 

Cat put wo lo hag that 
Hat not 80 on Ihis dog 




March's A-B-0 Booh. 



17 



LESSON XV. 



I a a 
Papa 




I wi^ 
a dog 



To Teachers. — The name of a is the sound of ah ! as in far, father. 
The name of tlie new I is sounded like eye. Be careful to have papa' 
pronounced correctly, not " pappy," or " papper." Do not pronounce 
a in " a deg " as you do the old name of the letter a; pronounce it as 
in the first syllable of papa'. Use blackboard, etc. Bead, spell, and 
give out a working lesson as usual. 

Papa, I wi^ I had a dog. 

Papa, I wi^ wfe had 
a cat. 

Papa, I ^N\ih I had 
a hat. 

Papa, I wi^ wfe had 
a dog. 

Papa dog that wfe ha8 lo go 

Cap on sat ^fe k so wo 

Cat hat wi^ hfe this no had 

Lap mat thfe mfe as it sit 




18 



March's A-B-0 Book. 



LESSON XVI. 



B b e 
Ben 




big 
bed 



To Teachers. — The name of b (B) is bfe. The name of e is changed. 
It is the first sound in egg, ess. Conduct the exercise as directed in 
former lessons. 

This i8 Ben. Ben hag a pen. 

I wi^ I had a pen. 

la thfe pen a bad 

pen? 'No. It 18 not a 

bad pen. I wi^ I had 

it. 

Ben ha8 a dog. I 
wi^ I had a big dog. I wi^ papa 
had a big dog. 




Pen 


cat go 


mfe 


it 


en 


Ben 


hat lo 


WB 


sit 


d0,2j 


bed 


sat no 


hfe 


bit 


cap 


bad 


papa 80 


^B 


big 


lap 



March's A-B^C Booh 



19 



LESSON XVII. 



R r 

Ruth 




tMn 
red 



To Teachers. — R (r) is named ar; th is one letter, and named ith. 
It has tlie same relation to t which tii has to d. Exercises as before. 




I wi^ I had a pen. 

That i8 Ruth Smith. 

Ha8 ^fe a pen? 

]^o, Ruth ha8 a pm. 

I wi^ ^fe had a pen. 

This i8 Sam Smith. Ha8 hfe a pen? 

No, Sam ha8 a pan, hfe ha8 no pen. 

I wi^ hfe had a pen. 



20 



March's A-B-0 Booh 



Ruth 


cat 


pen 


liad 


no 


Sam 


Smitli 


mat 


pin 


red 


^0 


am 


That 


wi^ 


pan 


thin 


lo 


ham 



LESSON XVIII, 




To Teachers. — The name of y (Y) is yi', uot " unj.'' The name of 
u U is the first sound in up, un, which lengthens into the first sound 
in urn. Practice upon it both in sounding and writing. The name 
of f is ef. Notice how " fast " is pronounced. Do not call it "fast." 
Other exercises as in former lessons. 




March's A-B-0 Booh. 



21 



Tom hag a dog. Ruth hag a cat. 

Can Tom^g dog run fast ? Yes, 
Tom'g dog can run fast. 

Can Rutli's cat run fast ? Yes, thfe 
cat can run fast. 

Can Tom'g dog run ag fast ag 
Ruth's cat ? Yes, Tom'g dog can 
run ag fast ag Ruth's cat. 



Tom Ruth lo ig 
~S9i cat no yes 
Sam dog so ag 
Smith run sit ham 


hig papa 
hag fast 
this pan 
that fan 




LESSON XIX. 






Jj 




■ 


K k 


jump 




1 


bark 



To Teachers. — The uame of j is jay. The name of k is kay. Ex- 
ercises as before. 



22 



March's A-B-C Booh 




Can Tom'g dog 
jump ? Yes^ Tom's 
dog can jump, and 
Rnth's cat can jump. 

Can Tom'8 dog 
bark ? Yes, life barks 
at Ruth's cat. 

Ruth's cat can not 
bark. 



Jump put bark Tom barks cat 
Run Ruth far dog jumps yes 
Pump with fast log puts can 



LESSON XX. 



a a 
po-ta-to 




9 9 
gent 



To Teachers. — G. has the name which is commonly given to a, the 
first sound in " able," " Amos " ; c is named see, like the old c. Notice 
how " fast " is pronounced. Exercises as before. 



March's A-B-Q Booh 



23 




Tills i8 Car-lo. Hfe i8 a big dog. 
I8 hfe an old dog ? Car-lo 18 a big 
dog, but hfe l8 not an old dog. Can 
hfe run fast ? Yes^ Car-lo can run 
fast. Hfe run8 ra-Qe8 wldi ihfe car8. 

Can hfe run a8 fast a8 thfe cars ? 
JNTo. Hfe run8 and jumps and barks, 
a8 hard a8 hfe can, but hfe can not run 
a8 fast a8 iiife car8. 



Po-ta-to big hfe jump car bark 
Ra-5e8 dog l8 run far mark 
Car-lo but a3 Rntli fast gent 



24 



March's A-B- C Booh. 



LESSON XXI 



ng ng 
siiig 




1 1 
kind 



To Teachers. — ng is one sound, called ing ; \ is called eye. See 
Lesson XV. SPELL THE WHOLE LESSON. Exercises as before. 




8am ha8 a sled. 8am'8 sled can 
go a8 fast a8 tiife car8. 

Car-lo i8 go-ing a slid-ing this 
morn-ing. Car-lo sit8 up on iiife sled 
be-hind Sam. It i8 fun for Car-lo. 



March's A-B-C Book. 



25 



LESSON XXII 



cii Cii 
Ciiurcii 




u u 
mii-gic 



To Teachers. — The name of dli is C\\v. The name of ii is yu. Ex- 
ercises as before. 

8am hag a drum. Sam is ricii. Sam 
can drum. Hi3 is 
mak-ing mti-aic iiiis 
morn-ing. Hark. 
Rub-a- dub-dub. 
Rub-a-dub-dub. 
That ig mti-sic. Sam 
drum8 a8 hard as hfe 
can. Rat -a- tat -tat. 
Rat-a-tat-tat. That 
i8 charm-ing. That ia fun for Sam. 




Car-lo mak-ing morn-ing aa rich 
Church mli-gic charm-ing so drum 



26 



March's A-B-C Booh. 



LESSON XXIII. 



yxz 

V X z 




Q q 

qii Qu 



To Teachers. — These letters have their old names, vfe, ex, zfe, kli. 
Exercises as before. 

I wi^ I had six gents. 

Sam Smith ia ray-ing mad. 

Quit that. 

Car-lo is slid-ing on Sam'g sled. 

Hfe sits up be-hind Sam. 

That i8 fun for Car-lo. 

Car-lo drag8 dife sled up for Sam. 

That is not much fun for Car-lo. 

That i8 fun for Sam. 



Say-ing 
Sliay-ing 
Hay-ing 
Ray-ing 



six diy-ing siz-ea 

fix liy-ing priz-e8 

fix-ing striy-ing quit 

mix giy-ing quiz 



March's A-B-C Book. 



27 



LESSON XXIV. 

To Teachers. — All the letters have now been introduced, and if 
spelling has been thoroughly taught by the sounds, using the names 
of the letters here given, the scholars are ready to read on. Teach, as 
before, writing with the blackboard, and reading and spelling at each 
lesson. 



Tab big Efli-el cup milk 
spilt fur soft silk thing 



This i8 Tab. Slife is a big cat 
Ig ^fe an old cat ? 
Yes, Tab ia an old 
cat. Tab ia as old 
as Eth-el. Ruth had 
a cup with milk in 
it. If milk is spilt, 
Tab laps it up. 
Ruth spilt ihfe milk. 
Tab lapt it up. 
Tab'8 fur is a8 soft a8 silk. But 
^fe i8 a bad old thing. Shis bit 
Eth-ePg hand. 




28 



March's A-B-0 Book, 



LESSON XXV 




This ia Oar-lo. Hfe ia Tom'g dog. 
, Hfe lets Tom pat him. 
Car-lo can bring 
things. If Tom fiingg 
a chip in thfe pond, 
Car-lo can swim for 
it. 

Hold up dife chip, 
Tom. Beg for it, 
Car-lo. Car-lo sits 
up, and barks, and jumps for thfe 
chip. Fling it, Tom. 
Tom flingg it as far 
a8 hfe can. 

Car-lo runs, and 
barks, and jumps 
in, and swims, and 
finds thfe chip, and 
brings it. That is 
fun for Car-lo. 




March's A-B-C Book. 



29 



LESSON XXVI. 



strong slips help hold wiih swam 
swhna pond jump Fred wi^-e8 get 




Car-lo i8 big and strong. Hfe 
swim8 in thfe pond. If Tom slips 
in, Car-lo can jump in and help 
him. Car-lo can hold Tom up and 
swim with him. 

Fred ia as big as Tom. Fred 
slipt in J and Car-lo jumpt in, and 
held Fred up, and swam widi him. 

Car-lo i8 dife dog for mfe. 

Fred'8 papa wi^-e8 hfe had Car- 
lo. I wi^ wfe had him. But wfe 
can not get him. Hfe is Tom'8 dog. 



BO 


March's A-B- C Booh, 




mark-et 

cur 

a-long 


LESSON XXVII. 

bask-et 

bark-ing 

grand 


morn-ing 

march. 

lion 


TMs i8 


Car-lo. Hfe can 


get thinq8 




at mark-et. 
Tom sends him. 
Car-lo hag a 
bask-et. Thfe 
mark-et men 
put the things 
in the bask-et. 
Hfe has a ham in his bask-et this 
morn-ing. 

Hark! Tliat cur is bark-ing at 
Car-lo. Thfe cur runs be-hind Car- 
lOj and snaps at him, and barks, 
and barks, and barks as hard as 
hfe can. But Car-lo march-es a-long 
as grand as a lion. 



March's A-B-C Booh, 



31 



LESSON XXVIII. 



string strong wind turna top skip 
stands spin hop flop grand stops 



Tim has a top and a string. Tiife 
string is long and 
strong. Tim winds 
dife string on tiife 
top. Then hfe flings 
flife top so that it 
turns and drops on 
its peg. Thfe top 
stands on its peg 
and spins. Tim hops 
and skips. Thfe top spins and spins, 
and hums and sings. 

Tim hops and skips, and hops 
and skips. 

Thfe top spins as long as it can 
stand. Then it flops and drops and 
stops. 




32 



March's A-B-Q Book. 



LESSON XXIX. 



went fi^ fi^-ing tub rod string 
bent mucii go-ing put old pond 




Tom went a ii^-ing in dife pond. 

Hfe ha8 put hig fi^ in iiife tub. 

8am ig not as big as Tom. Hfe can 
not go a fi^-ing in tiife pond. But 
Sam i8 go-ing a fi^-ing. Hfe has 
an old fi^-ing rod, and a string 
with a bent pin on it. So ha8 Ruth. 



March's A-B- Book, 33 

8am i8 fi^-ing in tiife tub. So is 
Ruth. 

Fi^-ing in iiife tub i8 as mudi 
fun for Sam a8 fi^-ing in tiife pond 
i8 for Tom. 



LESSON XXX. 

pen-gil curk ring Eth-el mu-8ic 
Burn8 box wi^ Da-yis Pincii 



PapQj I wi^ I had a fur cap. 
Sam Smith ha8 a fur cap. 

Papa, Ben Stem ha8 a red sled. 
I wi^ I had a red sled. 

Papa, I wi^ I had a mli-aic box. 
Ruth Pinch ha8 a mu-8ic box. 

Papa, I wi^ I had a gold pen. 
Tom Burn8 ha8 a gold pen. 

I wi^ I had a gold pen-^il, and 
a gold ring. Eth-el Da-vis ha8 a 
gold ring, and ^fe ha8 curl8. I wi^ 
I had curl8. 



34 



March's A-B-C Booh. 



LESSON XXXI. 




I8 iiiis Ben Smith ? JVTo. Hfe is 
not Ben Smith this morn-ing. Hfe 
i8 Ma-jor Ri-naF-do Ri-nal-di-ni. 

Ma-jor Ri~naF-do Ri-nal-di-ni is 
pa-rad-ing this morn-ing. Hfe hag 
six men, — Sam and Tom and Bob 
and Jim. and Rnth and Car4o. 

Ma-jor Ri-nal-di-ni lets Rnth and 
Car-lo bfe hi8 men. Tab ia go-ing 
a-long with Ruth; but Ma-jor Ri- 
nal-di-ni can not let Tab bfe a man. 

Sam has a drum. 



March's A-B-C Book. 35 

Tom lia8 a horn. It is a tin 
horn. Bob hag a trump-et. Jim 
ha8 a gun. It ia not a pop-gmi, 

For-warcl march ! 

Sam drums aa hard as hfe can. 
Rub-a-dub-dub. Rub-a-dub-dub. 

Thfe Ma-jor is march-ing. Sam 
is march-ing with his drum. Tom 
i8 march -ii>g with hig tin horn. 
Bob march -68 with his trump-et. 
Bob struts. Tom and Bob both 
strut. Jim is march-ing with his 
gun. 

Rntli is not as old as thfe rest. 
Slife can not march as fast as thfe 
rest. Slife march-es as fast as ^fe 
can. Car-lo can march as fast as 
Ma-jor Ri-nal-do Ri-nal-dl-ni. 

For-ward march ! 

Rat-a-tat. Rat-a-tat. Rat-a-tat- 
tat, tat-tat. 

This is a grand march. 



THE ALPHABET. 



Roman. 



M 
B 

C 



ra 
a 
a 
b 

c 

5 
cii 



D d 

e 



E 



F 



B 
f 



G g 
H h 



I 
I 

J 



Name. 

ah 
a 
bB 
kB 

SB 

dhB 

dB 

e 

ee 

ef 

gfe {not jB) 

hB 

i 

eye 



Examples. 



Script. 



ja 



did 

met 1 
mfe, hB J 

fit 
go, get 

hB 

it 

frjar 

jet 



at, fat ' 
arm 


. g/- 


■a. 


potato . 
bat 


m 




cat 


r^ \ ^ 


cent 
cfhurdh , 


^/ 





y 










The 


Alphabet. 


Roman. 


Name, 




Examples. 


K k 


kQ 




kin 


L 1 


el 




lo 


M m 


em 




mfe 


rn 


en 




no 



87 



N 







ro 





L0 


e, 6 


p p 


pfe 


Q q 


ku 


R r 


ar 




' 8 


es 


8. 


3 


ez 




.^ 


i^ 


T t 


tB 


Thth 


ifli 


Ti 


I til 


thB 



kirm 



net, uer 



pet 
quit 

rat 



^B 

tep 
thin 
then 



Script. 



^ 



4n^ 



O 



^ 



^ 



^ 



cT/ 



88 






TAe Alphabet, 


Roman. 


Name. 


Examples. 




u 


.00 


put, Rufh - 


U 


ii 


yu 


music 




u 


u, u 


but, bum . 


Y V 


ve 


vat 


W w 


wu 


wo- 


X X 


ex 


wax 


Y J 


ye 


yB 


Z 


z 


ZB 


zfebra 



Script. 






ENGLISH GRAMMAR. 23 



EMLISH GEAIIAR. 



Part First of Elementary Lessons in English. 

''I/O IV TO SPEAK AND WRITE CORRECTLY:' By W. D. 
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24 



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